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11 articles
ArticleOpen AccessPublished: 18 October 2026

Negotiated Selves: Mapping EFL Teachers’ Personality Trajectories for Communicative Pedagogy

Md. Saiful Alam, Adelina Asmawi, Md. Mohib Ullah, Mohammad Hamidul Haque, Md. Nurullah Patwary, Sayeda Fatema, Humayra Akter

Innovations in Pedagogy and Technology · 118-132 · 10.63385/ipt.v2i4.100758

Speaking from an intersectional perspective, the personality of EFL instructors influences the development of personality-specific teaching styles. As such, research has explored the relationship between the personalities of EFL (English as a Foreign Language) teachers and various teaching variables. However, the developmental a

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ArticleOpen AccessPublished: 20 August 2026

The Phenomenology of the Heart in Sukhomlinsky’s Pedagogy

Yulia Andreeva

Innovations in Pedagogy and Technology · 1-11 · 10.63385/ipt.v2i4.100733

The article is a theoretical study based on philosophical analysis, phenomenological description, and pedagogical reconstruction: 1) the ideas of moral education related to insightful contemplation; 2) the ideas of learning related to its hidden function of cognition, which transforms into an emotional understanding and experien

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ArticleOpen AccessPublished: 17 January 2026

Innovative Pedagogy and Technology in the Interaction between Students with Intellectual Disabilities and Inclusive Teachers in a Chilean Special School

Diego Bernaschina

Innovations in Pedagogy and Technology · 127–142 · 10.63385/ipt.v2i1.100

This article presents a new perspective on the integration of personalized teaching in the complementary subjects of art education and technological education, with the participation of an educational and vocational workshop (informal classroom) in a special school. The main objective is to analyze the inclusive interaction betw

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ReviewOpen AccessPublished: 8 January 2026

From Pedagogy to Heutagogy: A Systematic Scoping Review of Digitalization of Pedagogies to Foster Self-Determined Learning (2010–2024)

Vathsala Wickramasinghe

Innovations in Pedagogy and Technology · 67–86 · 10.63385/ipt.v2i1.339

The fourth industrial revolution technologies are primarily characterized by digitalization. Regardless of the underlying premise, i.e., pedagogical or andragogical, digitalization is the key to heutagogy. The present scoping review was conducted to 1) differentiate foundational learning paradigms of pedagogy, andragogy, and heu

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ArticleOpen AccessPublished: 13 April 2025

Dovetailing Pedagogy and Technology for Training with Time Travel

Hans-Holger Wache, Ronny Franke, Oksana Arnold, Klaus P. Jantke

Innovations in Pedagogy and Technology · 93–106 · 10.63385/ipt.v1i1.113

In technology-enhanced education, there is always a mutual impact between pedagogy and technology. To maximize educational effectiveness while leveraging the appeal of contemporary technology, educators and developers have introduced time travel exploratory games. To meet the needs of occupational accident prevention—a task of s

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ArticleOpen AccessPublished: 8 September 2026

Flipping the Flipped Classroom—Student Preferences and Pedagogical Practice Towards Recuperating the Lecture-Based University Teaching Methodology

David Christopher

Innovations in Pedagogy and Technology · 22-36 · 10.63385/ipt.v2i4.100684

Under the pedagogical conditions of the ‘flipped classroom,’ personal mastery of the content material presented in a course is nearly irrelevant. Often, the ‘flipped classroom’ in its absolute form does not require any instructor to be expert in their subject area, but rather only in pedagogy. While the introduction of the flipp

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ArticleOpen AccessPublished: 29 July 2026

Technology Integration in National Education Policy of India and Its Impact on Enhanced Engagement and Student Learning Outcomes

Dheerendra Singh Gangwar, Sanjeev Tyagi, Sanjay Gangwar

Innovations in Pedagogy and Technology · 146–159 · 10.63385/ipt.v2i3.101070

The prime objective of education is the advancement and dissemination of truth through scientific methods of inquiry. It helps develop the right understanding as well as cognitive, social, ethical, and emotional competence for personal and societal well-being. Recognizing the importance of these objectives, the National Educatio

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Short CommunicationOpen AccessPublished: 25 January 2026

Gamifying Academic Integrity: An Inclusive, Interactive Model for Teaching Ethical Academic Practice in Higher Education

Angelos Bakogiannis, Evie Papavasiliou

Innovations in Pedagogy and Technology · 1–7 · 10.63385/ipt.v2i2.371

Academic integrity remains a key challenge in higher education. At Teesside University, increasing cases of plagiarism, collusion, and contract cheating highlighted the need for more engaging and educationally grounded interventions. In response, the English Language Centre (ELC) designed and delivered a two-part initiative inte

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ArticleOpen AccessPublished: 13 January 2026

Comparing Student Nurses’ Satisfaction with OSCE and Traditional Clinical Skill Assessment Methods

Rincy T. Issac, Julia Jose, Jency Jose, Neethu Kunjumon

Innovations in Pedagogy and Technology · 101–111 · 10.63385/ipt.v2i1.164

Assessment of clinical skills is a crucial aspect of nursing education, ensuring that students acquire the necessary competencies to provide high-quality patient care. The Objective Structured Clinical Examination (OSCE) and the Traditional Method of Clinical Skill Assessment (TMCSA) are two commonly used approaches. This study

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ArticleOpen AccessPublished: 26 October 2025

Reimagining Krashen’s Input Hypothesis: The Role of AI and Multimodal Strategies in Language Acquisition

Pourya Javahery, Mohammad Javad Alizadeh

Innovations in Pedagogy and Technology · 156–168 · 10.63385/ipt.v1i3.50

Krashen’s Input Hypothesis, a foundational theory in second language acquisition (SLA), emphasizes the importance of comprehensible input slightly beyond a learner’s current proficiency level, or "i+1," as the key to language development. While the hypothesis has significantly influenced language pedagogy, its practical implemen

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